1. QW #5 12/7
Reflect on the cartoon below. What is the creator's purpose or message? How do you feel about it? Write a minimum of one complete paragraph.
This prediction can be done as a journal or writer’s notebook entry.

2. What to do in the WNB Article #1 “What Makes For a Successful Protest”
Author: Nathan Collins
Author’s Claim:
1. “Political Protests have always been engrained in the fabric of the United States, but whether it actually works is surprisingly unclear.”
2. Quote evidence from article
(be sure to use quotation marks around it)
3. Quote evidence from article
4. Quote evidence from article
What are you thinking at this point about the issue of protesting? Why? (Write 1 Paragraph)

3. LT- Students will reflect on their current thoughts about protest.
SC- Students will read and annotate texts to build background knowledge about protesting and produce a quickwrite that reflects their current viewpoint in lieu of the text.

4. Writing Task (this will happen next week, we’re preparing by reading
What are your thoughts about Americans and the right to protest. Should all people have the right to protest? What are the reasons people protest? Do protests result in changes to society?
After reading selected informational texts, draft an argument that addresses the question.
Support your position with evidence from the texts. Be sure to acknowledge competing views.
Key teaching point for students: Texts are integral to the process—they are the evidence you’ll pull from, not your responses to these texts or your personal feelings about the issue.
LT- Students will reflect on their current thoughts about protest.
SC- Students will read and annotate texts to build background knowledge about protesting and produce a quickwrite that reflects their current viewpoint in lieu of the text.

5. Article #1 and #2: You and a partner will read a text about protests.
Text for today’s reading:
“Why Protest Events Are Not a Waste of Time”
“What Makes For a Successful Protest”
DAY 1, continued
The skill focus for this reading is (1) identifying important points that might illustrate ideas about privacy or protection and (2) key quotations that might provide authoritative information or expert opinion about privacy or protection.
The content focus of this text is “tracking,” the practice of downloading tiny programs on your computer that secretly gather data about you, and a Wall Street Journal study of the websites that are responsible for this “spying.”
There are several other articles which might be substituted for this one. Or you might differentiate, assigning an article to a student based on his/her reading ability. Another option is to use a jigsaw process, with small groups of students reading a different article, then sharing highlights with other students or in a whole-class debriefing. Having students record their work in a wiki that you set up for this project is another option, should you want students to be able to share evidence in a database that all can access.
Alternate texts:
“Should Companies Collect Information About You?” by Shannon Doyne, The Learning Network (
“On the Web, Children Face Intensive Tracking” by Steve Stecklow, Wall Street Journal (
“Sneaky Ways Advertisers Target Kids” by Caroline Knorr, Common Sense Media (
“Facebook tracking is under scrutiny” by Byron Acohido, USA Today (
“Sites Feed Personal Details to New Tracking Industry” by Julia Angwin & Tom McGinty, Wall Street Journal (
“Member or Not, Visit Facebook, and it Tracks you” (
“Consumers in the middle of Google-Facebook battle” from
“What they Know – Kids” (
To ease the process of partner reading, provide students with a marked copy of the reading that indicates how much each person reads. This will direct them through each section and provide time for identification and interpretation of central points and support.
Make a copy of each pair’s notes so that each student will have his/her own copy for future reference OR have students scan their work and upload to the class wiki site designated for this project. A chart is provided for Partner Notes to focus students on the task.
LT- Students will reflect on their current thoughts about protest.
SC- Students will read and annotate texts to build background knowledge about protesting and produce a quickwrite that reflects their current viewpoint in lieu of the text.

6. How to annotate AFTER YOU READ Highlight evidence.
Annotate the way you found the evidence
Bracket Dates and #s [43 per cent]
Box Signal Phrases    studies suggest, Research shows, According to...
Circle Quotation Marks     “ This research indicates…”
Squiggly Line Authority Names of experts, businesses, organizations
Write CLAIM in the margin
In the margin, number the most important evidence [1, 2, 3, 4].

7. What to do in the WNB Article #1 “Title” Author: Author’s Claim:
1. Quote evidence from article
(be sure to use quotation marks around it)
2. Quote evidence from article
3. Quote evidence from article
4. Quote evidence from article
1. Quote evidence from article
(be sure to use quotation marks around it)
2. Quote evidence from article
3. Quote evidence from article
4. Quote evidence from article
What are you thinking at this point about the issue of protesting? Why? (Write 1 Paragraph)
What are you thinking at this point about the issue of protesting? Why? (Write 1 Paragraph)